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Implementing The RTI Model: Next Steps for Schools

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inigo
22 diapositives · 448 Views · Jul 04, 2013

Implementing The RTI Model: Next Steps for Schools. Implementing RTI: Next Steps. Adopt evidence-based intervention strategies. Academic interventions will have a higher chance of success if they are based on sound empirical research. . Implementing RTI: Next Steps.

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  1. Implementing The RTI Model: Next Steps for Schools

  2. Implementing RTI: Next Steps • Adopt evidence-based intervention strategies. Academic interventions will have a higher chance of success if they are based on sound empirical research.

  3. Implementing RTI: Next Steps Web resources for evidence-based intervention strategies • Big Ideas in Beginning Reading (U of Oregon):reading.uoregon.edu • What Works Clearinghouse (US Dept of Education): www.w-w-c.org • Intervention Central: www.interventioncentral.org

  4. Reading Interventions

  5. Savvy Teacher’s Guide: Reading Interventions That Work (Wright, 2000)

  6. Interventions for…Increasing Reading Fluency • Assisted Reading Practice • Listening Passage Preview (‘ListeningWhile Reading’) • Paired Reading • Repeated Reading

  7. Interventions for…Improving Comprehension • ‘Click or Clunk?’ Self-Check • Keywords: A Memorization Strategy • Main Idea Maps • Mental Imagery: Improving Text Recall • Oral Recitation Lesson • Prior Knowledge: Activating the ‘Known’ • Question-Generation • Reciprocal Teaching: A Reading Comprehension Package • Story Map • Text Lookback

  8. Implementing RTI: Next Steps • Train staff to collect frequent progress-monitoring data. Curriculum-based measurement (CBM) can be used to assess a student’s accuracy and speed in basic-skill areas such as reading fluency, math computation, writing, spelling, and pre-literacy skills. Teachers also can measure the behavior of struggling learners on a daily basis by using classroom behavior report cards: simple, convenient rating forms to track a child’s work completion, attention to task, compliance with teacher directions, and other behaviors that influence learning.

  9. Implementing RTI: Next Steps Web resources for progress-monitoring • CBM Warehouse: www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml • The Behavior Reporter (Behavior Report Card Generator): http://www.jimwrightonline.com/php/tbrc/tbrc.php

  10. Implementing RTI: Next Steps • Develop building-level intervention programs to address common academic concerns. When faced with large numbers of students with shared academic concerns (e.g., reading fluency), schools can create a building-level intervention program to meet this need. For example, older children could tutor younger students by using simple, research-based techniques to boost their tutees’ reading fluency.

  11. Implementing RTI: Next Steps Web resource for a building-level intervention program: peer-tutoring/reading fluency • Kids as Reading Helpers Peer Tutoring Manual:www.interventioncentral.org/htmdocs/interventions/rdngfluency/prtutor.shtml

  12. Kids as Reading Helpers: A Peer Tutor Training Manual

  13. Implementing RTI: Next Steps • Establish a building intervention team. Made up of teachers and support staff, the intervention team can help referring teachers design feasible strategies for struggling students. Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and assist busy teachers in carrying out intervention plans.

  14. Strategies to Minimize Teacher Resistance to Classroom Interventions(Kovaleski, 2003) • Collaborative team problem-solving process in which the referring teacher is an active and equal participant • Peer-coaching’ format for introducing intervention to classroom--with modeling of intervention for teacher • Ongoing consultation with referring teacher to ‘embed’ intervention into classroom routine

  15. Implementing RTI: Next Steps Web resources on building intervention teams • Screening to Enhance Educational Performance: STEEP (Joe Witt, Ph.D.):http://www.joewitt.org/steep.htm • Instructional Consultation Teams (Sylvia Rosenfield, Ph.D.)http://www.icteams.umd.edu/ • School-Based Intervention Teams (Syracuse City Schools):http://www.interventioncentral.org/htmdocs/interventions/sbit.shtml

  16. School-Based Intervention Teams: QuickGuide

  17. SBIT QuickGuide

  18. SBIT Consultative Process • Step 1: Assess Teacher Concerns • Step 2: Inventory Student Strengths and Talents • Step 3: Select Target Teacher Concerns • Step 4: Set Goals • Step 5: Design an Intervention Plan • Step 6: Plan How to Share Information with the Student’s Parent(s) • Step 7: Review the Intervention and Monitoring Plans

  19. Implementing RTI: Next Steps • Align Current Intervention & Assessment Efforts With 3-Tier Model. Many schools already have intervention & assessment initiatives in place. Mapping out those initiatives, standardizing their content, and tying them to the appropriate level of the 3-tier intervention framework can help schools to better coordinate intervention programming.

  20. Homework Club PBIS: Primary Reading Lab Math Lab Intervention Team PBIS: Secondary PBIS: Tertiary Special Education Services RTI Response By Levels: Examples Tier I Tier II Tier III

  21. References • Fuchs, D., Mock, D., Morgan, P.L., & Young, C.L. (2003). Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disability construct. Learning Disabilities Research & Practice, 18(3), 157-171. • Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186. • Kovaleski, J. F. (2003). The three-tier model of identifying learning disabilities: Critical program features and system issues. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO. • Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137-146.

  22. End